UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Caroline Murphy Lesson #: 1 Facet: 3 Grade Level: 11 Numbers of Days: 1 Topic:Autobiographical elements of Tender is the Night
PART I:
Objectives Student will understand that autobiographical elements of a novel have strong implications for its plot and characters.
Student will know about Fitzgerald's education, his marriage to Zelda, his circle of expatriate artists and writers, and his alcoholism and personality traits.
Student will be able to do reflecive work on Fitzgerald's autobiographical connection to his text and examine their own lives in return.
Product: blog
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards Content Area: English Grade Level: Grade 11-12 Domain: Reading - Literature Cluster: Key Ideas and Details, Craft and Structure Standard:Analyze how an author's choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Rationale: Through a series of reflections on the reading of Tender is the Night, students will grow to better understand the writing process and see how an author's decisions for their novel affect the plot and meaning of the text.
Assessments
Pre-Assessment: (Lesson 1 only) Class brainstorming activity
Formative (Assessment for Learning) Section I – checking for understanding during instruction: Philosophical Chairs will allow students to re-develop their opinions on Fitzgerald's life and the life of his characters by letting them change their positions on a specific issue.
Section II – timely feedback for products (self, peer, teacher): Students will self-assess their blog throughout the entire unit by paying attention to the growth of their writing style and using an ongoing checklist. Students will 'follow' each other's blogs and provide constructive peer feedback on ideas and writing style. The teacher will evaluate the blogs with a different checklist that is more analytical than the self-evaluation.
Summative (Assessment of Learning):
Integration Technology: Students will use blogs to keep track of their responses to the reading throughout the unit, and they will be required to also use a video, audio link, or piece of visual art periodically throughout the unit, in addition to students following each other's blogs.
Content Areas: History: students will need to apply knowledge of American history to adequately understand the cultural influences that affect Tender is the Night.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction The Venn Diagram to help students compare and contrast F. Scott Fitzgerald's life with that of his characters. The Three-Step Interview will allow students to get more in-depth with the details of both elements.
Section II – Groups and Roles for Product Students will complete their blogs indiviually, but they will read each other's blogs and comment on a specific number of postings, in addition to evaluating each other's blogs at the conclusion of the unit. They will be required to comment on three of their classmate's postings per week, all by a different student.
Differentiated Instruction
MI Strategies Verbal: Students have a chance to write down their responses to questions about Fitzgerald's life before sharing them with the group. Logic: Students are given logical questions to answer about Fitzgerald's life and will use reasoning to explain their choices. Visual: Students fill out a Venn Diagram before and during the class discussion that compares Fitzgerald's life to that of his characters. Kinesthetic: Students move around the classroom according to their view on Fitzgerald's writing choices. Musical: Music will signal students when it is time to consider changing their opinion on the topic of Fitzgerald's writing choices. Interpersonal: Students will participate in a class-wide discussion about the similarities and differences between Fitzgerald's life and that of his characters. Intrapersonal: Students will have time to reflect on their own about the topic of Fitzgerald's writing choices. Naturalist: The class discussion about Fitzgerald's life can held outside weather permitting.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Prompts for blog postings will be posted on the class wiki ahead of time, and deadlines for postings and comments will be adjusted at the teacher's discretion for absenses. The class discussion and Venn Diagram activity cannot be made up, so absent students should meet with the teacher for a short makeup discussion.
Extensions
Type II technology: Students will use blogs to keep track of their responses to the reading throughout the unit, and they will be required to also use a video, audio link, or piece of visual art periodically throughout the unit, in addition to students following each other's blogs.
Gifted Students: Students will have different prompts at different levels of difficulty to choose from for each blog entry, allowing gifted students to answer the more difficult questions.
Materials, Resources and Technology Laptop Projector Venn diagram handouts
Source for Lesson Plan and Research www.tumblr.com/register, to allow students to set up a blog account
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Hook activity (20 minutes) – students are broken up into their High 5 groups (groups of five students who consistently work on group projects together) and come up with a 30 second version of their life story to share with each other.
Class discussion (20 minutes) – the teacher leads a discussion about F. Scott Fitzgerald’s life and the lives of his main characters, based on background information complied by the teacher and a “spoiler-free” background of the characters in Tender is the Night. The teacher draws a venn diagram on the whiteboard and fills in information in the appropriate circles throughout the discussion, with students doing the same on their own individual paper copies.
Philosophical Chairs activity (20 minutes) – students are given the question: is it vain for F. Scott Fitzgerald to make his novel so autobiographical? They then separate to into two groups based on their answers to the question, and have the opportunity to change sides based on the discussion about the topic that follows.
Blog set-up (20 minutes) – students are given step-by-step instructions on how to set up a Tumblr blog account using their school email address. They get a list of blog entry prompts for the remainder of the unit and receive directions and requirements for the entries. The extra time is for assigning the homework, which is to briefly research a list of historical topics relevant to Tender is the Night.
Classroom arrangement: students will be arranged in table groups of five each. Students will understand that autobiographical elements of a novel have strong implications for its plot and characters.. This is done in order to understand how the author's personal choices effect the fictional elements of a novel. Analyze how an author's choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Students will break into small groups and each share a 30 second version of their life story and share them with each other. They are encouraged to talk about where they live, what their families are like, and how they would describe themselves. The objective is to introduce them to the concept of autobiography, and to show that everyone has a life worth writing about. Where, What, Why, Hook, Tailors: verbal, interpersonal, intrapersonal.
Students will know about Zelda Sayre, the "Lost Generation", and the French Riviera (see content notes). The Venn Diagram will help students compare and contrast F. Scott Fitzgerald's life with that of his characters, and show them the considerable overlap between the two. This will further students' understanding of the concept of autobiography and begin their study of how autobiographical elements affect the plot of a novel. The Philosophical Chairs activity will give students the chance to apply their knowledge from the venn diagram discussion to have an opinion on Fitzgerald's use of autobiography that will influence the rest of their interpretations of the novel. Equip, Explore, Rethink, Tailors: visual, spatial, kinesthetic.
Students will be able to do personal reflection on Fitzgerald's autobiographical connection to his text and examine their own lives in return. They will
Students will self-assess their blog throughout the entire unit by paying attention to the growth of their writing style and using an ongoing checklist. Students will 'follow' each other's blogs and provide constructive peer feedback on ideas and writing style, and they will self-assess by completing a checklist for the blog entries and by reflecting on the growth of their writing at the end of the unit.
The teacher will evaluate the blog entries for grammar, creativity, and connections to the text.
Content Notes Students will know…..
Zelda Sayre Fitzgerald
The wife of F. Scott Fitzgerald, she played a major role in his life and his writing, and is a noteworthy figure in her own right. Born in Montgomery, Alabama in 1900, she was known for being attention-grabbing and friendly with boys as a young woman.
She met her future husband when she was 17 and he was 21; Fitzgerald was stationed in Alabama for the military. He never saw battle because of the end of the war, and when he moved to New York after that, he and Zelda started corresponding via letters. Fitzgerald was extremely flattering towards Zelda in the letters, to the point that it at first became exhausting.
After their long-distance courtship, Zelda accepted Fitzgerald’s proposal once he sold his first book, This Side of Paradise, in 1919. After a lavish wedding and honeymoon, they moved to New York together and were known for being spirited drinkers and partiers at a time when society frowned upon such behavior.
As the Fitzgeralds settled into their marriage, Zelda found herself secluded by her husband, and he stiffled the creativity she exhibited in her youth. She was able to sell some stories and articles to literary journals, but she achieved only modest success. When the couple moved to the French Riviera (one of the most important settings in Tender is the Night), Zelda met a pilot and asked for a divorce from Fitzgerald. Not only did he decline, but he locked his wife inside their home. The marriage continued to deteriorate from there; Fitzgerald was an alcoholic and sometimes violent, and Zelda’s fragile mental health started to decline.
Throught her 20s and 30s, Zelda checked in and out of three mental hospitals in Europe and the United States. She was diagnosed with schizophrenia, though this was likely incorrect. At one point she seemed to be recovering, but she suffered from another breakdown after returning to her husband.
At one point, Zelda tried and ultimately failed at pursuing a career as a ballerina. She then tried to get a book published through the same company that sold her husband’s books, but he was very angry with her because of the autobiographical elements of the story that detailed their relationship. Her book was eventually published, but only after it had a thorough editing job by Fitzgerald.
Zelda ended up back in mental hospitals in the 1940s, and this is where she honed her talent for painting. She was subject to awful treatments that did more harm than good, and by the time Fitzgerald passed away in 1940, they barely spoke. Zelda herself died in a hospital fire in 1948.
The Lost Generation
The “Lost Generation” refers to the age of people who grew up during WWI and the Roaring 20s, but it also refers to a group of writers and artists who took refuge in Europe and formed a close-knit artistic circle.
Some notable members were Ernest Hemingway, Gertrude Stein, and F. Scott Fitzgerald. They got together and drank, talked about literature and art, and bounced ideas off of each other. The title originated with Gertrude Stein and a mechanic she met, and then Hemingway used it in one of his novels.
The Lost Generation is notable for our unit becaue the characters in the novel form their own sort of Lost Generation in the French Riviera, where the Fitzgeralds also spent time.
French Riviera
Also known as Côte d’Azur, it features such extravagant locations as St. Tropez, Cannes, Nice, and several little towns frequented by Picasso (a member of the Lost Generation).
Expensive, tourist-driven
Handouts Venn Diagram
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:
Microscope:
Puppy:
Beach Ball:
Rationale:
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Summative:
Rationale:
Rationale: Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet:
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
Rationale:
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Caroline Murphy
Lesson #: 1
Facet: 3
Grade Level: 11
Numbers of Days: 1
Topic: Autobiographical elements of Tender is the Night
PART I:
Objectives
Student will understand that autobiographical elements of a novel have strong implications for its plot and characters.
Student will know about Fitzgerald's education, his marriage to Zelda, his circle of expatriate artists and writers, and his alcoholism and personality traits.
Student will be able to do reflecive work on Fitzgerald's autobiographical connection to his text and examine their own lives in return.
Product: blog
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: English
Grade Level: Grade 11-12
Domain: Reading - Literature
Cluster: Key Ideas and Details, Craft and Structure
Standard: Analyze how an author's choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Rationale: Through a series of reflections on the reading of Tender is the Night, students will grow to better understand the writing process and see how an author's decisions for their novel affect the plot and meaning of the text.
Assessments
Pre-Assessment: (Lesson 1 only)
Class brainstorming activity
Formative (Assessment for Learning)
Section I – checking for understanding during instruction: Philosophical Chairs will allow students to re-develop their opinions on Fitzgerald's life and the life of his characters by letting them change their positions on a specific issue.
Section II – timely feedback for products (self, peer, teacher): Students will self-assess their blog throughout the entire unit by paying attention to the growth of their writing style and using an ongoing checklist. Students will 'follow' each other's blogs and provide constructive peer feedback on ideas and writing style. The teacher will evaluate the blogs with a different checklist that is more analytical than the self-evaluation.
Summative (Assessment of Learning):
Integration
Technology: Students will use blogs to keep track of their responses to the reading throughout the unit, and they will be required to also use a video, audio link, or piece of visual art periodically throughout the unit, in addition to students following each other's blogs.
Content Areas:
History: students will need to apply knowledge of American history to adequately understand the cultural influences that affect Tender is the Night.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
The Venn Diagram to help students compare and contrast F. Scott Fitzgerald's life with that of his characters. The Three-Step Interview will allow students to get more in-depth with the details of both elements.
Section II – Groups and Roles for Product
Students will complete their blogs indiviually, but they will read each other's blogs and comment on a specific number of postings, in addition to evaluating each other's blogs at the conclusion of the unit. They will be required to comment on three of their classmate's postings per week, all by a different student.
Differentiated Instruction
MI Strategies
Verbal: Students have a chance to write down their responses to questions about Fitzgerald's life before sharing them with the group.
Logic: Students are given logical questions to answer about Fitzgerald's life and will use reasoning to explain their choices.
Visual: Students fill out a Venn Diagram before and during the class discussion that compares Fitzgerald's life to that of his characters.
Kinesthetic: Students move around the classroom according to their view on Fitzgerald's writing choices.
Musical: Music will signal students when it is time to consider changing their opinion on the topic of Fitzgerald's writing choices.
Interpersonal: Students will participate in a class-wide discussion about the similarities and differences between Fitzgerald's life and that of his characters.
Intrapersonal: Students will have time to reflect on their own about the topic of Fitzgerald's writing choices.
Naturalist: The class discussion about Fitzgerald's life can held outside weather permitting.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Prompts for blog postings will be posted on the class wiki ahead of time, and deadlines for postings and comments will be adjusted at the teacher's discretion for absenses. The class discussion and Venn Diagram activity cannot be made up, so absent students should meet with the teacher for a short makeup discussion.
Extensions
Type II technology: Students will use blogs to keep track of their responses to the reading throughout the unit, and they will be required to also use a video, audio link, or piece of visual art periodically throughout the unit, in addition to students following each other's blogs.
Gifted Students: Students will have different prompts at different levels of difficulty to choose from for each blog entry, allowing gifted students to answer the more difficult questions.
Materials, Resources and Technology
Laptop
Projector
Venn diagram handouts
Source for Lesson Plan and Research
www.tumblr.com/register, to allow students to set up a blog account
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Hook activity (20 minutes) – students are broken up into their High 5 groups (groups of five students who consistently work on group projects together) and come up with a 30 second version of their life story to share with each other.
Class discussion (20 minutes) – the teacher leads a discussion about F. Scott Fitzgerald’s life and the lives of his main characters, based on background information complied by the teacher and a “spoiler-free” background of the characters in Tender is the Night. The teacher draws a venn diagram on the whiteboard and fills in information in the appropriate circles throughout the discussion, with students doing the same on their own individual paper copies.
Philosophical Chairs activity (20 minutes) – students are given the question: is it vain for F. Scott Fitzgerald to make his novel so autobiographical? They then separate to into two groups based on their answers to the question, and have the opportunity to change sides based on the discussion about the topic that follows.
Blog set-up (20 minutes) – students are given step-by-step instructions on how to set up a Tumblr blog account using their school email address. They get a list of blog entry prompts for the remainder of the unit and receive directions and requirements for the entries. The extra time is for assigning the homework, which is to briefly research a list of historical topics relevant to Tender is the Night.
Classroom arrangement: students will be arranged in table groups of five each. Students will understand that autobiographical elements of a novel have strong implications for its plot and characters.. This is done in order to understand how the author's personal choices effect the fictional elements of a novel. Analyze how an author's choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Students will break into small groups and each share a 30 second version of their life story and share them with each other. They are encouraged to talk about where they live, what their families are like, and how they would describe themselves. The objective is to introduce them to the concept of autobiography, and to show that everyone has a life worth writing about.
Where, What, Why, Hook, Tailors: verbal, interpersonal, intrapersonal.
Students will know about Zelda Sayre, the "Lost Generation", and the French Riviera (see content notes). The Venn Diagram will help students compare and contrast F. Scott Fitzgerald's life with that of his characters, and show them the considerable overlap between the two. This will further students' understanding of the concept of autobiography and begin their study of how autobiographical elements affect the plot of a novel. The Philosophical Chairs activity will give students the chance to apply their knowledge from the venn diagram discussion to have an opinion on Fitzgerald's use of autobiography that will influence the rest of their interpretations of the novel.
Equip, Explore, Rethink, Tailors: visual, spatial, kinesthetic.
Students will be able to do personal reflection on Fitzgerald's autobiographical connection to his text and examine their own lives in return. They will
Students will self-assess their blog throughout the entire unit by paying attention to the growth of their writing style and using an ongoing checklist. Students will 'follow' each other's blogs and provide constructive peer feedback on ideas and writing style, and they will self-assess by completing a checklist for the blog entries and by reflecting on the growth of their writing at the end of the unit.
The teacher will evaluate the blog entries for grammar, creativity, and connections to the text.
Content Notes
Students will know…..
Zelda Sayre Fitzgerald
The wife of F. Scott Fitzgerald, she played a major role in his life and his writing, and is a noteworthy figure in her own right. Born in Montgomery, Alabama in 1900, she was known for being attention-grabbing and friendly with boys as a young woman.
She met her future husband when she was 17 and he was 21; Fitzgerald was stationed in Alabama for the military. He never saw battle because of the end of the war, and when he moved to New York after that, he and Zelda started corresponding via letters. Fitzgerald was extremely flattering towards Zelda in the letters, to the point that it at first became exhausting.
After their long-distance courtship, Zelda accepted Fitzgerald’s proposal once he sold his first book, This Side of Paradise, in 1919. After a lavish wedding and honeymoon, they moved to New York together and were known for being spirited drinkers and partiers at a time when society frowned upon such behavior.
As the Fitzgeralds settled into their marriage, Zelda found herself secluded by her husband, and he stiffled the creativity she exhibited in her youth. She was able to sell some stories and articles to literary journals, but she achieved only modest success. When the couple moved to the French Riviera (one of the most important settings in Tender is the Night), Zelda met a pilot and asked for a divorce from Fitzgerald. Not only did he decline, but he locked his wife inside their home. The marriage continued to deteriorate from there; Fitzgerald was an alcoholic and sometimes violent, and Zelda’s fragile mental health started to decline.
Throught her 20s and 30s, Zelda checked in and out of three mental hospitals in Europe and the United States. She was diagnosed with schizophrenia, though this was likely incorrect. At one point she seemed to be recovering, but she suffered from another breakdown after returning to her husband.
At one point, Zelda tried and ultimately failed at pursuing a career as a ballerina. She then tried to get a book published through the same company that sold her husband’s books, but he was very angry with her because of the autobiographical elements of the story that detailed their relationship. Her book was eventually published, but only after it had a thorough editing job by Fitzgerald.
Zelda ended up back in mental hospitals in the 1940s, and this is where she honed her talent for painting. She was subject to awful treatments that did more harm than good, and by the time Fitzgerald passed away in 1940, they barely spoke. Zelda herself died in a hospital fire in 1948.
The Lost Generation
The “Lost Generation” refers to the age of people who grew up during WWI and the Roaring 20s, but it also refers to a group of writers and artists who took refuge in Europe and formed a close-knit artistic circle.
Some notable members were Ernest Hemingway, Gertrude Stein, and F. Scott Fitzgerald. They got together and drank, talked about literature and art, and bounced ideas off of each other. The title originated with Gertrude Stein and a mechanic she met, and then Hemingway used it in one of his novels.
The Lost Generation is notable for our unit becaue the characters in the novel form their own sort of Lost Generation in the French Riviera, where the Fitzgeralds also spent time.
French Riviera
Also known as Côte d’Azur, it features such extravagant locations as St. Tropez, Cannes, Nice, and several little towns frequented by Picasso (a member of the Lost Generation).
Expensive, tourist-driven
Handouts
Venn Diagram
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:
Microscope:
Puppy:
Beach Ball:
Rationale:
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Summative:
Rationale:
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet:
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
Rationale:
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: